This study was undertaken (1) to assess the presence or absence of item bias in the Language Skills Examination (LSE), a 45-item reading comprehension test, for homogeneous groups of institutions within the University System of Georgia; (2) to identify which groups of schools, if any, were being discriminated against by the test items; and (3) to identify which items were exhibiting any bias which might be found. Subjects for the study were selected from those students who were examined in the fall and spring quarters of 1972 and 1973. These students must have completed 60 quarter hours of study. The final sample consisted of four institutional groups (universities, senior colleges, junior colleges, and predominately black colleges), each subdivided into four comparable ability groups. Analysis procedures consisted of computing item difficulties for each item, for each institution, and for each ability group. Results of the analysis indicated that, based on average item difficulties, the LSE was differentially difficult for the four groups of institutions studied. The universities, the senior colleges, the junior colleges, and then the black colleges found the test progressively more difficult. Hypotheses were suggested to explain the reason that several identified items proved more difficult for certain students. (Author/JM)